UPPER CANADA VILLAGE

Teachers’ Resource Kit

www.uppercanadavillage.com

2014

UPPER CANADA VILLAGE TEACHER'S RESOURCE KIT TABLE OF CONTENTS

DIRECTIONAL MAP

UPPER CANADA VILLAGE HERITAGE PARK AREA SITE MAP

UPPER CANADA VILLAGE SITE MAP

INTRODUCTION 1 For Your Information 1 Hospitals Location Map 2

GENERAL INFORMATION ABOUT UPPER CANADA VILLAGE 3 Booking Your Visit And Transportation 3 Selecting Supervisors 3 Directions To Upper Canada Village 4 Arrival And Payment 4 On-Site Facilities And Services 4 Village Recommendations And Requirements 5 On-Site Rules 5

SELECTING A FOCUS FOR YOUR VISIT 6 Focus On Agriculture 7 Focus On Daily Life 8 Focus On Manufacturing 9

TEACHER'S RESOURCE KIT EVALUATION FORM

SUGGESTED ACTIVITIES

UPPER CANDA VILLAGE TEACHER'S RESOURCE KIT Table Of Contents

UPPER CANADA VILLAGE HERITAGE PARK AREA SITE MAP

SITE MAP

UPPER CANADA VILLAGE TEACHER'S RESOURCE KIT

INTRODUCTION

This Teacher’s Resource Kit contains important information and suggested themes and activities which you can use to make your group's visit to Upper Canada Village exceptionally enjoyable and educational. It provides up-to-date information for the current season. Your Resource Kit has also been customized to reflect the age and/or grade level of your students. If you have questions, or should you wish to receive additional information for another group or age range, please contact one of our customer service representatives:

Customer Service Unit The St. Lawrence Parks Commission Upper Canada Village 13740 County Road 2 RR #1 MORRISBURG ON K0C 1X0

TELEPHONE: 1-800-437-2233 OR 613-543-4328 (LOCALLY) FAX: 613-543-2847

We would also welcome your feedback on the usefulness of the materials enclosed in your kit. After your visit, please complete and return the enclosed Teacher's Resource Kit Evaluation Form.

For Your Information – Nearby Medical Facilities

Please find below a listing of the nearby hospitals:

Cornwall Community Hospital Winchester District Memorial Hospital 840 McConnell Avenue 566 Louise Street CORNWALL, Ontario, K6H 5S5 WINCHESTER, Ontario, K0C 2K0 (613) 938-4240 (613) 774-2420

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT 1

HOSPITALS LOCATION MAP

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT 2

GENERAL INFORMATION ABOUT UPPER CANADA VILLAGE

Upper Canada Village offers groups of all ages a unique opportunity to step back in time and experience life in an 1860s rural community in Upper Canada (Canada West). Costumed interpretive staff, operating farms, trade shops, mills, and many other activities on site represent daily life, and provide excellent opportunities for multi-sensory, hands-on learning. Activities and themes vary according to the day and season, as they did in the 19th century, so a return visit typically offers many new learning opportunities.

Upper Canada Village lends itself to self-guided visits through which students can explore the site, engaging staff and witnessing the sights, sounds and smells of the past first-hand. Since the site offers a multitude of things to see and study, and can be overwhelming to students, we recommend that you consider choosing a focus for your visit. This Resource Kit contains recommended themes and related activities, which have been successful in the past, and from which you can select a focus. You are also welcome to customize these materials to suit your learning objectives, or to design your own visit activities.

Of course, successful visits do not happen without planning and preparation. Booking your visit, preparing and explaining planned activities, being familiar with Upper Canada Village facilities, services and policies, are all essential to make your trip a success. This Resource Kit provides important information to help you plan your trip.

Booking Your Visit And Transportation

To book your visit to Upper Canada Village, please call the Customer Service Unit at 1-800-437-2233 or 613-543-4328 (locally). Student visits to Upper Canada Village are popular. In order to ensure that your group receives our best service and attention, reserve as far in advance as possible, and try to arrange your visit on a day when no more than 20 other groups (i.e. 1000 people) are scheduled to visit. Please be prepared to specify your name, the name of your school, a contact telephone number, the approximate number and age level of your group, preferred date(s) and estimated time(s) of arrival. When booking your bus, please allow sufficient time for your visit. We recommend that you allow for three to four hours (or more) on site.

Selecting Supervisors

Experience has shown that students enjoy their visit more if they are part of small, supervised groups. Upper Canada Village requires that there be at least one supervisor for every five students. Please ensure that your supervisors are familiar with your plans and materials, and with the Village's facilities and requirements.

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Directions To Upper Canada Village

Upper Canada Village is located at 13740 County Road No. 2, 11 km east of Morrisburg and 29 km west of Cornwall. From Highway No. 401, exit south on Upper Canada Road (Exit 758), turn left onto County Road No. 2. The main entrance to Upper Canada Village is a short distance ahead on the right. Turn off County Road No. 2, proceed by the Information Centre, following the road to the Upper Canada Village parking lot. The Bus Unloading Zone is at the far east end near the Village Store and Admissions area in the Upper Canada Village Discovery Centre.

Arrival And Payment

1. Have all students stay on the bus until tickets have been distributed.

2. Have one person pay for and obtain tickets from the Admissions staff. You can pay for your group with cash, by credit card (Visa, MasterCard, Discover, American Express) or by cheque payable to The St. Lawrence Parks Commission. Group rates for the 2014 operating season are $8.65 (tax included) per student (one accompanying adult per every five students is admitted complimentary and each additional adult will be charged $14.40 [tax included] each). A complimentary pass is also available for your bus driver's use.

3. Once your students have their tickets, have them gather with their supervisors in small groups. Or, you may wish to have them visit the washroom at the front entrance, and then form into small groups.

4. Ask the bus driver to park in the area designated "Bus Parking".

On-Site Facilities And Services

For the 2014 operating season, Upper Canada Village is open from 9:30 a.m. to 5:00 p.m., seven days a week, from May 7 to September 21. The Village Store and Pantry are open from 10:00 a.m. to 5:30 p.m., during the dates of operation above. Most historical buildings on site are open and interpreted by costumed staff all day, every day. The Family Activity Centre is open during July and August.

The Discovery Centre exhibits are included in your admission to the Village. Take advantage of these state of the art displays which explore the history of the settlement along the St. Lawrence River, the dramatic events surrounding the Battle of Crysler’s Farm during the War of 1812, the creation of the St. Lawrence Seaway and the making of Upper Canada Village.

Washrooms are located at the front entrance, in the Admissions area in the Discovery Centre, beside the Cabinetmaker's Shop and behind Loucks Farm. These locations are wheel chair accessible. For the accessibility of other buildings on site, please see the Village Map.

Food facilities include the Village Pantry and The Harvest Barn Restaurant (Willard's Hotel offers full meal service and does not accommodate large groups quickly). Picnic facilities are available beside the Village Pantry and The Harvest Barn Restaurant. Depending on your schedule and whether or not your bus is staying on site, you may wish to ask students to leave their packs on the bus. Supervisors and students must show their ticket before re-entering the site.

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT 4

The Village Store stocks a wide variety of items, including books, postcards, gifts and Village-made cheese. Bread, baked daily in the Bakery may be purchased at the Village Store on a first-come, first- serve basis. It is typically delivered to the Store at 12:00 noon and 3:00 p.m. The Village newspaper, The Gazette, is also on sale and is an excellent resource tool.

The Miniature Train is located just outside Upper Canada Village near the front entrance. Call ahead or check for prices and hours of operation upon your arrival. Train rides may be booked in conjunction with or independently of a Village visit.

First Aid services are available on the site. Ask one of the costumed or uniformed staff for assistance.

Lost and Found items are kept in their found location for a brief time and then delivered to the Discovery Centre. Ask one of the costumed or uniformed staff for assistance.

Another innovative educational program designed for groups is the Live-In Adventure, an overnight program complete with historical costumes for participants. To receive more information about this or other programs for youth such as the Young Interpreters Program and Time Traveller's Summer Camp, please call 1-800-437-2233 or 613-543-4328 (locally) or consult the Upper Canada Village website.

Village Recommendations And Requirements

The Village has unpaved roadways and boardwalks, so sturdy footwear is a must. Our location along the St. Lawrence River frequently means weather that is more windy and cooler than the surrounding area. It is advisable to bring a sweater or light coat even in June.

All interpretive staff speak English, a number of staff speak French, and several staff speak at least a few words of other languages or are creative with their hands! Please encourage non-English speaking students to approach costumed staff with questions.

Ensure that both students and supervisors are aware of and understand the following Village requirements. These rules have been established to ensure that all visitors have the opportunity for an enjoyable visit and the historical environment and artifacts on site are preserved for future generations.

On-Site Rules

1. Students must be supervised at all times. Supervisors are responsible for the behaviour of their groups and are to ensure that students follow the rules established by Upper Canada Village. Supervisors must accompany students into the Village Store.

2. Leave all large knapsacks and gym bags at school or on the bus.

3. Eating, drinking and smoking are not permitted inside the historical buildings on site or in the Village Store. Food and drinks should remain put away in back packs.

4. Many objects on site are reproductions which may be touched, other objects that are behind barriers or ropes should not be touched. Some of these objects are sharp or dangerous and could hurt you. Others are fragile historical artifacts that we want to ensure are preserved for the enjoyment of future generations. Our costumed interpreters know which items may be touched, and which cannot. Ask before you touch!

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT 5

5. Students love interacting with Village livestock. Please remind students to exercise caution. Our livestock are not pets and may cause injury. Instruct students to wash their hands after contact with livestock, especially pigs and cows.

SELECTING A FOCUS FOR YOUR VISIT

Your visit to Upper Canada Village can be customized by you to complement themes and activities that you have introduced in your classroom. There are also many opportunities to ensure that students meet selected learning outcomes and expectations identified in The Common Curriculum: Policies & Outcomes, Grades 1-9, 1995, and the Ontario Curriculum, Grades 1-8, 1997. Communicating effectively, problem solving, working collaboratively, understanding the influence of technological developments on people, communities and the environment, knowing about the contribution of particular people, historical periods and cultures on today's world, and many more specific outcomes and expectations can be learned or affirmed through your visit. There is an opportunity to apply language, concepts and skills learned in the classroom, to make connections with the "real" world of our past, and to learn how this past shapes our understanding and lives today. From past experience, we have found that both teachers and students have complemented their in-class activities and met their learning objectives most successfully when a specific theme is selected, and students are asked to focus their attention and energies on particular aspects of the site during their visit.

This Resource Kit highlights three broad themes that are well-represented on site. These themes include agriculture, manufacturing, and daily life in the 19th century. Additional background information related to these themes follows. Lastly, this Resource Kit includes a selection of related activities that we know from past experience have proven useful and enjoyable, and which we believe are suitable for the age(s) of your group. Many other broad or more specific themes and related activities are possible, and this Kit is certainly not meant to be all inclusive. If you have developed ideas or activities that you feel may be of use to others visiting Upper Canada Village, please let us know!

PLEASE NOTE: We recommend that the game activity pages in this Kit be expanded to an 11” x 17” format in order to make play easier. This can be done on a photocopier by enlarging the 8-1/2” x 11” sheets by 152%.

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT 6

Focus On Agriculture

Farming began in this area of Upper Canada in the 1780s with the arrival of the Loyalist settlers. They cleared the land of dense forest to build homes and farms that would provide their basic needs. Over the next several decades, more immigrants joined the first Loyalist settlers. More land was cleared, roads and waterways were improved, and communities grew. By the 1830s farming was well established. Wheat was the main crop and source of income. Then, as now, wheat supplied much of the world's food so there was a ready market for any surpluses which farmers could produce.

By the mid-1850s wheat production began to decline due to a combination of factors: crop diseases (wheat midge, rust and smut), soil exhaustion, and climatic change brought on in part by deforestation. The declining income from wheat sales forced experimentation with mixed farming. This form of farming gained popularity by the 1860s and continued in eastern Ontario for almost 100 years when it was gradually replaced by more specialized dairy farming. By the 1860s, a progressive farmer had become more dependent on livestock for his income. This necessitated a change in the types of crops grown. Hay and oats for livestock feed began to displace wheat on some farms.

Loucks Farm at Upper Canada Village represents four generations of a family working the same land. Each succeeding generation has improved the farm to make it more progressive and profitable. By the 1860s, this farmer is practising mixed farming. He is using "state-of-the-art" horse-powered farm machinery and can afford to attain and benefit from "improved" breeds of livestock, as well as household labour-saving devices.

In the 1860s, not everyone followed up-to-date farming practices. Next door, at the Tenant Farm, manual labour is used rather than farm machinery. This farmer does not own the land which he works, and a portion of his produce goes to his landlord as rent. In all likelihood, the tenant farmer is saving to buy a farm of his own, so he does not spend money on new farm machinery as does Mr. Loucks.

The Ross Farm also represents a mixed farm. In this case a farm which derives its income by cutting and selling firewood to the local community, businesses, mills and passing steamers, all of whom require wood for heat, cooking and/or power (to heat boilers which, in turn, produce steam power). In the 1860s, anyone engaged in the production of firewood or potash was listed as a farmer.

Virtually all of the other industries, businesses and tradesmen within the community provide supplies or services to the farmer, or represent a local market for his produce. Bellamy's Steam Flour Mills, for example depends on farmers from the surrounding area for wheat to grind into flour. The blacksmith repairs farm equipment, and the tinsmith makes a variety of pails and other items used on the farm. Crysler's Store sells hardware to the farmer, and receives items such as eggs as a credit on his account.

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT 7

Focus On Daily Life

The first settlers had to clear land in order to build their homes and farms. They had to provide their own food and clothing. A family's survival required undertaking a wide range of daily tasks in order to meet their farm and household needs. In order for a family to succeed, it was necessary for each member of the family to contribute. In the early days of settlement, it was not uncommon for women and children to help with the heavy tasks of clearing land, and planting and harvesting crops. At the same time, a woman was expected to provide the basic needs of food and clothing for her family. The farmer had to concentrate his energy on accumulating more cleared land, building needed farm buildings, and tending to livestock. A practical division of labour occurred that followed traditional roles: men toiled in the fields and women provided the basic family needs. The more help provided by children, the more productive the family. Sharing of household and farm chores also provided children with a chance to acquire the skills and knowledge which they would need as adults. These responsibilities also served as a disincentive for children to attend school or pursue other interests.

By the mid-1800s, both local and more distant markets for surplus farm products were well developed. However, this development did not occur evenly throughout Upper Canada. Those areas with a larger population, more prosperous farms, and better access to improved transportation tended to develop more rapidly. At first, surplus products were traded or sold for goods and services that the family could not provide for themselves. For example, butter may have been traded for sugar, or a portion of wool taken to the local woollen mill to be carded was left as payment. The availability of these goods and services made life easier for the settler, expanding the range of available foodstuffs and merchandise available. It also freed the family from less productive, time consuming tasks, allowing more time for production of items for which there was a market, and creating opportunities for leisure activities.

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT 8

Focus On Manufacturing

The first mills in Ontario were built by the British government to provide necessary services for Loyalist settlers arriving in 1784. Built where there was an adequate source of waterpower, mill sites soon became the centre of early communities. Proximity to a mill was important to the economic success of farmers and many businesses in Upper Canada. Mills were often a family business. Until the introduction of steam power, mills were of necessity seasonal operations. The length of season depended on a number of factors such as the climate, water source, and customer demand.

A saw mill was one of the first mills constructed, as it provided essential building materials. Often farmers brought in their own materials to be sawn. Beach's Sawmill at Upper Canada Village saws logs into lumber on a daily basis and interprets the role of a local sawmill and the various uses of its lumber within the community.

A flour mill soon followed, as the milling of wheat into flour was an important aspect of food production which the farmer could not do effectively himself. Powered by water, these mills used millstones to produce different grades of flour and feed. He charged the farmer 1/12th of the weight of his product to grind his grain, a suitable arrangement in a cash-starved economy. As technological improvements became possible and economically justifiable, millers improved their mills to become more automated, increase production, and make use of steam power as a substitute or complement to available waterpower. Bellamy's Steam Flour Mills represents a flour mill which was of necessity recently renovated to include an automated elevator system, additional millstones, and a new steam engine.

Before 1800, the time consuming process of making clothes, from raising sheep to sewing cloth into a garment, was done at home. By the early 1800s, carding and fulling mills emerged to take over the laborious tasks of preparing the wool fibres for spinning by scouring and combing this wool (i.e. carding), and preparing finished cloth for sewing by cleaning, shrinking and thickening the woven cloth produced off a loom (i.e. fulling). By the 1860s, as farms became more productive and the demand for more services arose, woollen factories emerged that could efficiently complete all aspects of the process, spinning, plying, dying and weaving wool as well. Women and children were hired to do many of the unskilled tasks, and mills gained a reputation of exploiting their workers. The Asselstine Woollen Factory represents this type of factory, demonstrating all of the processes involved in turning raw wool into cloth.

In the second half of the 19th century, communities continued to grow, farms continued to improve their production capacity, transportation links such as the railway became more reliable and less expensive, and political conflicts arose abroad. All of these factors expanded the markets for mill products such as lumber, flour and cloth. Mills no longer supplied only the needs of the local community, but became active in retail and export trade. Larger mills were built and millers began buying logs, grain and wool in order to produce much greater quantities for export to the United States and Britain.

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UPPER CANADA VILLAGE TEACHER'S RESOURCE KIT EVALUATION FORM

1. Teacher: ______9. What problems did you encounter when using this activity? 2. School/Group: ______ too long  too short 3. No. Of Students: ______ not in-depth enough  too in-depth  other: 4. Date Of Visit: ______

5. How long was your group on site? ______

 less than 1 hour ______ 1 to 2 hours  2 to 3 hours  3 to 4 hours ______ more than 4 hours 10. Did you customize or adapt the activity and, if so, how? 6. Did you use the Teacher’s Resource Kit and, if so, how?  No, I used the activity as described in the Resource  No, I did not use the Teacher’s Resource Kit. Kit.  Yes, I used the Kit for general information ONLY.  Yes, I adapted the activity as follows:  Yes, I used the Kit for general information and to select a focus for our visit. ______

______7. Did you use any of the suggested activities in the Resource Kit and, if so, which one(s)? ______

 No, I did not use any of the suggested activities. 11. What other activities/ideas would you like to see (please proceed to question 11) included in this Resource Kit?  Yes, I used the following activities from the Kit:  no suggestions  Animal Search  I would like to see the following:  “Here We Go Round …”  ______Work-A-Day Walk  The “Log To Board” Game ______ Farming The Forest  Stitches In Time: 1860s Clothing ______ The Grain Gain  Agricultural Census 12. How else can we improve?  A Yesterday Quest ______ Help Wanted  other: ______

______

______8. How useful was this activity to you in helping you to meet your objectives? PLEASE RETURN THIS FORM TO: Supervisor of Youth Education and Domestic Programs  useless Upper Canada Village  somewhat useless The St. Lawrence Parks Commission  very useful 13740 County Road No. 2 East  extremely useful MORRISBURG, Ontario, K0C 1X0 613-543-4098 (FAX) Email [email protected]

UPPER CANADA VILLAGE TEACHER’S RESOURCE KIT Evaluation Form